全文获取类型
收费全文 | 7298篇 |
免费 | 166篇 |
国内免费 | 188篇 |
出版年
2017年 | 28篇 |
2015年 | 38篇 |
2014年 | 29篇 |
2013年 | 35篇 |
2012年 | 564篇 |
2011年 | 594篇 |
2010年 | 175篇 |
2009年 | 99篇 |
2008年 | 506篇 |
2007年 | 473篇 |
2006年 | 451篇 |
2005年 | 351篇 |
2004年 | 318篇 |
2003年 | 285篇 |
2002年 | 285篇 |
2001年 | 185篇 |
2000年 | 203篇 |
1999年 | 112篇 |
1998年 | 62篇 |
1996年 | 47篇 |
1994年 | 78篇 |
1993年 | 88篇 |
1992年 | 93篇 |
1991年 | 95篇 |
1990年 | 88篇 |
1989年 | 95篇 |
1988年 | 111篇 |
1987年 | 120篇 |
1986年 | 88篇 |
1985年 | 118篇 |
1984年 | 110篇 |
1983年 | 135篇 |
1982年 | 96篇 |
1981年 | 88篇 |
1980年 | 77篇 |
1979年 | 82篇 |
1978年 | 71篇 |
1966年 | 48篇 |
1965年 | 132篇 |
1964年 | 104篇 |
1963年 | 126篇 |
1962年 | 54篇 |
1958年 | 101篇 |
1957年 | 89篇 |
1956年 | 86篇 |
1955年 | 36篇 |
1954年 | 43篇 |
1953年 | 42篇 |
1952年 | 42篇 |
1951年 | 37篇 |
排序方式: 共有7652条查询结果,搜索用时 46 毫秒
981.
982.
1993年3月在莫斯科召开了一次俄国哲学国际会议。大会是由克林顿领导的美国跨国研究所和俄罗斯科学院哲学所共同组织的。参加会议的有来自俄、美、英、法、德、意等国的著名俄国哲学史专家。本刊选译了俄《哲学问题》杂志1994年第1期上发表的部分会议材料:M.H.格罗莫夫的《俄国文化的永恒价值》,Ⅱ)K.斯坎兰的《俄国需要俄国哲学吗?》和A.瓦利茨基的《关于俄国哲学中的“俄国思想”》。 这组文章由贾泽林协助本刊选题。 相似文献
983.
Pigeons' responses on either of two concurrently available keys each associated with variable-interval 60-sec schedules occasionally changed the schedule on that key to a terminal-link interval schedule providing access to gain while the other key became inoperative. Experiment I compared simple fixed- and mixed-interval schedules in the terminal links, and showed that for all subjects and schedules the distribution of responses during the concurrent initial links was accurately described by the relative inverse delay of reinforcement squared. Experiment II extended the generality of this formulation to a situation in which rate of reinforcement was constant and delay alone was varied. 相似文献
984.
Hall RV Axelrod S Tyler L Grief E Jones FC Robertson R 《Journal of applied behavior analysis》1972,5(1):53-64
Four parents enrolled in a Responsive Teaching class carried out experiments using procedures they had devised for alleviating their children's problem behaviors. The techniques used involved different types of reinforcement, extinction, and punishment. One parent increased the frequency of the wearing of an orthodontic device during five daily time checks by making an immediate monetary payoff contingent on wearing the device. A second parent increased the number of points earned for doing daily household tasks by providing back-ups for which the points could be exchanged. The parents of a 4-yr-old boy decreased the frequency of whines, cries, and complaints by removing social attention when such behavior occurred. A mother decreased the duration of time it took for her 5-yr-old daughter to get dressed by making permission to watch television contingent on dressing within 30 min of the time she got up in the morning. Brief reversals of contingencies were used to show causal relationships between the procedures used and the changes in behavior. Checks on the reliability of measurement were made by persons present in the home. 相似文献
985.
986.
The disruptive behavior of a 9-yr-old boy was eliminated by the illumination of a light on the subject's desk, which represented the loss of free time later in the day. Instructions alone failed to reduce the frequency of disruptive behavior. When the light was removed and disruptive behavior no longer resulted in a loss of free time, disruptive behavior returned to its previous level. 相似文献
987.
Hall RV Fox R Willard D Goldsmith L Emerson M Owen M Davis F Porcia E 《Journal of applied behavior analysis》1971,4(2):141-149
Disputing and talking-out behaviors of individual pupils and entire classroom groups in special education classes and regular classes from white middle-class areas and from all black poverty areas ranging from the first grade to junior high school were studied. The classroom teacher in each case acted as the experimenter and as an observer. Various means of recording behaviors were used and reliability of observation was checked by an outside observer, another teacher, a teacher-aide, a student, or by using a tape recorder. Observation sessions varied from 15 min to an entire school day. After baseline rates were obtained, extinction of inappropriate disputing or talking-out behaviors and reinforcement of appropriate behavior with teacher attention, praise and in some cases a desired classroom activity or a surprise at the end of the week brought a decrease in undesired verbalizations. A reversal of contingencies brought a return to high levels of inappropriate talking with a return to low levels when reinforcement for appropriate talking was reinstated. The experiments demonstrated that teachers in a variety of classroom settings could obtain reliable observational records and carry out experimental manipulations successfully using resources available in most schools. 相似文献
988.
A multiple baseline technique was employed to examine the experimental development of an imitative repertoire within preselected topographical boundaries. Four severely retarded children, initially nonimitative, were individually trained to imitate a number of motor and vocal responses by shaping and fading procedures. Other untrained responses (probes) were demonstrated to the subjects systematically throughout the ongoing training. Training responses were divided into three topographical types: small motor, large motor, and short vocal responses. Probe responses were divided into four topographical types: small motor, large motor, short vocal, and long vocal responses. Following a multiple baseline format, sequential training of the first three types was begun at different temporal periods of the study; unreinforced imitative generalization was continually measured by the probes. Generalized imitation was observed in each subject (untrained responses were imitated even though unreinforced); but this generalization was restricted to the topographical type of imitation currently receiving training or having previously received training. 相似文献
989.
Generalization gradients of inhibition after different amounts of training 总被引:2,自引:2,他引:0 下载免费PDF全文
Five groups of pigeons received seven sessions of variable-interval reinforcement for pecking a blank white key, followed by either 1, 2, 4, 8, or 16 sessions of training on a successive discrimination in which the positive stimulus was the blank white key and the negative stimulus was a black vertical line on the white key. After training, a generalization test was administered along the line-tilt continuum. Relative gradients of inhibition became steeper with increased amounts of training, and reliably nonhorizontal absolute gradients were obtained only from groups of subjects with at least four days of training. Therefore, inhibitory stimulus control improves with added training. Several problems with the concept of “inhibition” are examined and some implications of the results for theoretical analyses of operant discrimination learning are discussed. 相似文献
990.
在普列汉诺夫的遗著中,关于哲学史问题的著作和言论有着重大的意义。在哲学史方面普列汉诺夫所感到兴趣的问题是非常广泛的;它包括人类思想史的一个巨大领域——从原始社会万物有灵观念的发生直到二十世纪的各种资产阶级哲学学说(新康德主义、马赫主义、实用主义、克罗齐主义、马萨列克主义以及其它等等)。普列汉诺夫还研究了各种各样的社会思潮——从亚里士多德的观点直到帝国主义资产阶级的社会学“理论”(施塔莫勒、司徒卢威以及其他等等)。 相似文献